Music Source Learning (13 results)

Unknown. Condition: Good. No Jacket. Former library book; Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.

Hardcover. Condition: Near Fine. First Published. Clean hard cover in near fine condition with a near fine dust jacket. Size: 8vo - over 7¾" - 9¾" tall.

Condition: New. In.

Condition: New. pp. 170.

Paperback. Condition: New.

Paperback. Condition: Brand New. 168 pages. 8.35x5.43x0.39 inches. In Stock.

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - The evidence grows daily that much learning failure results from undetected early childhood hearing problems (Gordon 1977). This is because the child is deprived of the state of acute hearing sensitivity normally present at birth which makes it possible to recognize the loudness levels and duration of each individual sound. This is how a child learns the signifi cance of the slightest variations in the quality of each sound as he collects information from the environment through all his senses, and the meaning of these changes is experienced and understood. As a result of normal sensory experience and reaction with the environment the multisensory systems are used and developed. Similarly, the growth of the brain is stimulated to make possible the storage of infor mation and to produce the biochemical state necessary to transmit and relate the sensory information so collected and stored (Monckeberg and Prescott, 1975). If the loudness level of sound is reduced so too is its impact. In this form a baby's normal 'startle response' to a sound, which includes the flickering open of the eyes, is rarely experienced. This response of the eyes is a seeking out of a sound source. The visual localizing of sound sources, leading to the antiCipation of their spatial position, arises from the ability to hear the fine changes of pitch and loudness levels involved in movement.

Taschenbuch. Condition: Neu. Music as the Source of Learning | Consultant in Early Childhood and Remedial Education and Educational Technology | A. S. Wisbey | Taschenbuch | 165 S. | Englisch | 2012 | Springer | EAN 9789401162227 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Condition: New. Print on Demand pp. 170 Illus.

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The evidence grows daily that much learning failure results from undetected early childhood hearing problems (Gordon 1977). This is because the child is deprived of the state of acute hearing sensitivity normally present at birth which makes it possible to recognize the loudness levels and duration of each individual sound. This is how a child learns the signifi cance of the slightest variations in the quality of each sound as he collects information from the environment through all his senses, and the meaning of these changes is experienced and understood. As a result of normal sensory experience and reaction with the environment the multisensory systems are used and developed. Similarly, the growth of the brain is stimulated to make possible the storage of infor mation and to produce the biochemical state necessary to transmit and relate the sensory information so collected and stored (Monckeberg and Prescott, 1975). If the loudness level of sound is reduced so too is its impact. In this form a baby's normal 'startle response' to a sound, which includes the flickering open of the eyes, is rarely experienced. This response of the eyes is a seeking out of a sound source. The visual localizing of sound sources, leading to the antiCipation of their spatial position, arises from the ability to hear the fine changes of pitch and loudness levels involved in movement. 168 pp. Englisch.

Condition: New. PRINT ON DEMAND pp. 170.

Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. The evidence grows daily that much learning failure results from undetected early childhood hearing problems (Gordon 1977). This is because the child is deprived of the state of acute hearing sensitivity normally present at birth which makes it possible to .

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The evidence grows daily that much learning failure results from undetected early childhood hearing problems (Gordon 1977). This is because the child is deprived of the state of acute hearing sensitivity normally present at birth which makes it possible to recognize the loudness levels and duration of each individual sound. This is how a child learns the signifi cance of the slightest variations in the quality of each sound as he collects information from the environment through all his senses, and the meaning of these changes is experienced and understood. As a result of normal sensory experience and reaction with the environment the multisensory systems are used and developed. Similarly, the growth of the brain is stimulated to make possible the storage of infor mation and to produce the biochemical state necessary to transmit and relate the sensory information so collected and stored (Monckeberg and Prescott, 1975). If the loudness level of sound is reduced so too is its impact. In this form a baby's normal 'startle response' to a sound, which includes the flickering open of the eyes, is rarely experienced. This response of the eyes is a seeking out of a sound source. The visual localizing of sound sources, leading to the antiCipation of their spatial position, arises from the ability to hear the fine changes of pitch and loudness levels involved in movement.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 168 pp. Englisch.